IB Diploma Programme (DP)

Our Grade 11 and 12 curriculum follows the International Baccalaureate Diploma Programme (IB DP). The IB Diploma encourages intellectual growth, academic rigour, and personal development through a holistic and balanced approach.

The DP opens doors to the best universities worldwide. Moreover, it helps develop lifelong learners who are prepared to make the difference to the communities they inhabit. Thus Classical Hebrew, Jewish philosophy and Advanced Modern Hebrew fit in perfectly with the IB philosophy.

Students will be able to opt for the full Diploma or individual courses in subjects of their choice. More information about the IB DP curriculum and philosophy can be found on the IB website. It is intended that all students will graduate with the Elsa High School Diploma, which is accredited by the Western Association of Schools and Colleges (WASC).

Diploma Requirements

To earn an IB Diploma, students are required to study six subjects (three at Higher Level, and three at Standard Level).

A literature course in the student’s native language
One additional language
Mathematics
An experimental science
A humanities or social science subject
An arts subject, or another subject from the sciences, languages or humanities

In addition, students must successfully complete the core, which includes Creativity, Action, Service (CAS), an Extended Essay (a 4,000 word research project similar to a university research paper), and the Theory of Knowledge (TOK) course.

Grade and Assessment

Standards of IB assessment are the same worldwide. An international Board of IB Chief Examiners is responsible for the conduct of the examinations, setting the papers, and marking and moderating the grades.

Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of the IB diploma requires a minimum total score of 24, based on the principle that a grade 4 represents a passing level in each of the six subjects. Excellent performance in the six subjects results in a grade 7 for each, or a total score of 42 points. It is possible to earn additional points – a maximum of 3 – for superior work on the Extended Essay and Theory Of Knowledge.

Subjects offered at Carmel School (2024-25)

Subjects offered at Carmel School (2024-25)

Group 1 - Language A
(English, Hebrew, Chinese, French)
Literature
Language & Literature

Group 2 - Language Acquisition
(French, Hebrew, Chinese, Spanish, Japanese, Italian)
Ab initio
Language B

Group 3 - Individuals and Societies
Economics
History
Psychology
Environmental Systems and Societies (Group 3&4 subject)

Group 4 - Sciences
Biology
Chemistry
Physics
Sports, Exercise and Health Science
Design Technology
Environmental Systems and Societies (Group 3&4 subject)
Computer Science

Group 5 - Mathematics
Analysis and Approaches HL
Analysis and Approaches SL
Applications and Interpretations SL

Group 6 - The Arts
Visual Arts
Theatre
Music

The Core

Creativity, Activity, Service (CAS)

The International Baccalaureate, Diploma Programme - Creativity, Action, and Service (CAS) is one of the three essential elements in every student’s Diploma Programme experience. It involves students in a range of activities alongside their academic students throughout the Diploma Programme. The three strands of CAS, which are often interwoven with particular activities, are characterised as follows:

Creativity

Exploring and extending ideas leading to an original or interpretive product or performance, for example, arts or other experiences that involve creative thinking.

Activity

Physical exertion contributing to a healthy lifestyle. Students engage in a sports team or individual pursuits.

Service

Collaborative and reciprocal engagement with the community in response to an authentic need, that also carries a learning benefit for the student.

CAS enables students to demonstrate attributes of the IB Learner Profile in real and practical ways, to grow as unique individuals and to recognise their role in relationship to others. CAS compliments a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

"The nature of Creativity, Action and Service…if you believe in something, you must not just think or talk or write, but must act"

Peterson (2003)

Extended Essay (EE)

Students must select, research, and write an in-depth, independent research work or Extended Essay (EE) of 4,000 words in one of the six subjects areas. Each student works under the guidance of an Extended Essay Supervisor.

Students are assigned a supervisor who helps guide them through the process.
Emphasis is placed on:

Research of credible evidence
Analytical writing
Source Evaluation
Reflection

The Extended Essay requirement offers IB candidates the opportunity to become familiar with the independent research and writing skills expected at university.

Theory of Knowledge (TOK)

IB candidates are required to take an interdisciplinary critical thinking course, entitled Theory of Knowledge (TOK).

Theory of Knowledge is a course in epistemology - The philosophical study of the nature, origin and limits of human knowledge. The subject explores the interdisciplinary nature of subject disciplines and encourages critical reflection and analysis. Students explore topics such as:

What counts as good evidence?
How do we know when to use different models?
How do theories translate into the real world?

Two assessments must also be submitted.

The Core Exhibition

IB DP Core Exhibition

This week our Grade 12 students held their International Baccalaureate Diploma Programme CORE Exhibition. This was a combination of their Creativity, Activity and Service (CAS) journey and their Extended Essay (EE) and Theory of Knowledge (TOK) progress. They showcased their CAS and TOK journeys to our Grade 4 - 12 students, teachers and parents.

The IB DP is a vigorous programme from beginning to end and our Grade 12s have demonstrated perseverance, dedication and creativity to ensure that they were able to make the last academic year a positive and productive one. We are very proud of what they have achieved over the last 18 months.

View this post on Instagram

A post shared by Carmel School Hong Kong (@carmelschoolassociation)

Student Reflections

Alex: This week, we had our IB Core Exhibition, the culmination of two years of hard work, and it was incredibly rewarding to see everything come together. I felt especially proud as I looked at my board, showcasing my CAS portfolio, Extended Essay, and TOK reflections, each representing the challenges I had overcome and the growth I experienced. It was a moment to pause and truly appreciate how far I have come, not just academically but personally. One of the most fascinating parts of the experience was interacting with the Grade 4 students, whose blunt and unfiltered reactions made me reflect even more on the journey behind each image and project I presented. Seeing everything displayed in one place reinforced the dedication and effort I have put in, making the exhibition a truly fulfilling and memorable milestone.

Cate: Grade 12s had the opportunity to present their Core Exhibition this week. This consisted of TOK, CAS and EE. A key challenge was adapting my presentation for different age groups, from teachers to younger students. Simplifying complex concepts while keeping everyone engaged was essential. Overall it was a very rewarding experience, finally completing the CORE.

Mac: The IB Core Exhibition was a really rewarding experience. Sharing my CAS portfolio, filled with projects that have genuinely impacted me, felt like a great way to showcase my growth throughout the DP. Talking about my experiences, from volunteering to serve food to the elderly and joining the biggest high school robotics competition, was fulfilling. Presenting my TOK objects and connecting them to the themes of my essay was also a highlight. I shared the three objects I had chosen and connected them to the question I picked. The whole exhibition was a positive and interactive experience, creating a real sense of shared learning within the school community. I'm proud of the work I presented and grateful for the opportunity to connect with others and reflect on my own journey.